Reducing educational psychological misconceptions: How effective are standard lectures, refutation lectures, and instruction in information evaluation strategies?

Autor/inn/en	Menz, Cordelia; Spinath, Birgit; Hendriks, Friederike; Seifried, Eva
Titel	Reducing educational psychological misconceptions: How effective are standard lectures, refutation lectures, and instruction in information evaluation strategies?
Quelle	In: Scholarship of teaching and learning in psychology, 10 (2024) 1, S. 56-75 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-2101; 2332-211X
DOI	10.1037/stl0000269
Schlagwörter	Empirische Untersuchung; Umfrage; Psychologie; Pädagogische Psychologie; Vorstellung (Psy); Lehramtsstudent; Verzerrung; Vorlesung; Bewertung; Falsifikation; Missverständnis; Standard; Information; Deutschland
Abstract	Psychological misconceptions can be a threat for reaching educational goals and should consequently be prevented. In this study, we analyzed different methods to combat psychological misconceptions: We contrasted a standard lecture with a refutation lecture, and tested the effects of a short intervention educating about cognitive biases and imparting strategies to evaluate information analytically. Prevalence of and reduction in 18 educational psychological misconceptions as well as enhancement of metacognitive monitoring accuracy regarding these misconceptions were analyzed among N = 266 German preservice teachers who participated in online surveys at the beginning and the end of one semester. Results indicated a high prevalence of diverse misconceptions (11 misconceptions were endorsed by more than 50% of preservice teachers at t1). The refutation lecture led to a strong reduction in refuted misconceptions, with an unexpected spill-over effect on misconceptions that were not addressed. The standard lecture resulted in a smaller reduction in the targeted misconceptions only, whereas imparting information evaluation strategies showed no effects on misconception reduction. For metacognitive monitoring accuracy, we found analogous results. Based on these results and a follow-up survey half a year later, we conclude that educational psychological misconceptions are widespread among preservice teachers and that refutations in psychology lectures are an effective approach to counteract specific misconceptions with enduring effects. Thus, our results-which could be replicated with other psychological misconceptions and student populations-have implications for both psychology researchers and instructors who aim to reduce psychological misconceptions. (übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/1